Examination of Pre-Service Teachers’ Attitudes towards Teachers' Lounge
Keywords:
Congregational spaces, Informal professional development, Hidden curriculum
Abstract
This study aims to determine the attitudes of pre-service teachers towards the teachers' lounge. Differences between the attitudes of pre-service teachers towards the teachers' lounge in terms of gender, program, perception of the teaching profession, and the time spent in the teachers' lounge during the internship were examined. The research has the characteristics of a descriptive research model and a survey research design. 634 pre-service teachers studying at the faculty of education and pedagogical formation program at a state university are the study group of this research. As a data collection tool in the research, the "Attitude Scale Towards the Teachers’ Lounge" was used. The results of the research show that pre-service teachers' beliefs about the useful and versatile teachers’ lounge and their beliefs about the relaxing aspect are at a moderate level, and their attitudes towards the are generally positive. Attitudes of female pre-service teachers towards the teachers’ lounge are more positive than those of male teachers. Attitudes of the pre-service teachers studying in the pedagogical formation program towards the teachers’ lounge are more positive than those of the pre-service teachers studying at the faculty of education. Attitudes of pre-service teachers who like the teaching profession towards the teachers’ lounge are more positive than those of those who do not. The other results are that the attitudes of the teacher candidates who spend time in the teachers' lounge towards the teachers' lounge are more positive than the teacher candidates who do not spend time at all.
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References
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Peker Ünal D. (2017). Academician behaviours as an implicit element affecting the attitudes of
teacher nominees towards their professions. Journal of Higher Education and Science 7(3), 430-440. https://doi.org/10.5961/jhes.2017.220
Pitt, J. W. (2007). What teachers say in the staffroom. (Publication No: 304760788) [Doctoral Dissertation, Nipissing University]. ProQuest Dissertations and Theses Global.
Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. Teachers College Press.
Smith, D. C. (2014). Secondary school staffrooms as perceived, conceived, and lived spaces: An investigation into their importance, decline, and sublatio. (Publication No: 1634881000) [Doctoral Dissertation, University of Toronto]. ProQuest Dissertations and Theses Global.
Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel.
Timor, T. (2017). The journey of novice teachers: Perceptions of interns from a teacher training program for academics. Journal of Multidisciplinary Research, 9(2), 5-28. https://www.proquest.com/scholarly-journals/journey-novice-teachers-perceptions- interns/docview/2133362226/se-2
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Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
Creswell J. (2012). Educational research: Planning, conducting, and evaluating quantitative and
qualitative research (4th ed.). Pearson.
Çetin F., & Göloğlu Demir, C. (2022). Developing the attitude scale towards the teachers’ lounge. International Journal of Curriculum and Instruction,14(3), 2270-2282. https://ijci.globets.org/index.php/IJCI/article/view/1087/536
Darling-Hammond, L., & McLaughlin, M. W. (2011). Policies that support professional development in an era of reform. Phi Delta Kappan, 92(6), 81–92. https://doi.org/10.1177/003172171109200622
Dinç, P., & Onat, E. (2013). Evaluating a primary school in contexts of building program and design. Journal of the Faculty of Engineering and Architecture of Gazi University, 17(3). https://dergipark.org.tr/tr/pub/gazimmfd/issue/6653/89019
Emerson, R. W. (2021). Convenience sampling revisited: embracing its limitations through thoughtful study design. Journal of Visual Impairment & Blindness,115(1), 76-77
Ercan, İ., Yüksel, S., Ocakoğlu, G., Yüksel, A., Uncu, Y., & Özkay, İ. E. G. (2009). Developing hidden curriculum scale of medical faculty. Cerrahpaşa Medical Journal, 40(3), 81-87. https://doi.org/10.2399/ctd.09.81
Field, A. (2009). Discovering statistics using SPSS. Sage Publication
Jones, W. M., & Dexter, S. (2014). How teachers learn: The roles of formal, informal, and independent learning. Educational Technology Research and Development, 62(3), 367–384. https://doi.org/10.1007/s11423-014-9337-6
Gall, M., Gall, J., & Borg, R. (2003). Educational research: An introduction. Allyn & Bacon,
Kainan, A. (2002). Analyzing teachers' stories. International Journal of Qualitative Methods, 1(3), 1-31.
Kağıtçıbaşı, Ç. (1999). Yeni insan ve insanlar. Evrim
Keller, J. D. (1999). Deciphering teacher lounge talk. Phi Delta Kappan, 81(4), 328-329.
Keller, J. D. (2000). Caring in the teacher lounge: the teacher's TLC. Education Digest, 65(6), 49-51.
Korkulutaş, Y. (2019). Investigation of teacher’s rooms social environment and communication, time spent in teacher's room and satisfaction level experienced in teacher's room in the context of teacher's opinions. (Thesis No: 54966) [Master’s thesis, Cumhuriyet University]. Turkish Council of Higher Education Theses Center. https://acikbilim.yok.gov.tr/handle/20.500.12812/223367
Korkmaz, Ö. &, Yeşil, R. (2012). Agenda in the school staffroom. Pamukkale University Journal of Education, 31 (31), 107-122. https://dergipark.org.tr/en/pub/pauefd/issue/11112/132855
Lojdová, K., Vlčková, K., & Nehyba, J. (2021). Stories of teachers' identity: between personal and professional experience. Studia Paedagogica, 26(2), 113-137. https://doi.org/10.5817/SP2021-2-6
McGregor, J. (2003). Making spaces: teacher workplace topologies. Pedagogy, Culture, and Society, 11(3), 353-377.
Mawhinney, L. (2007). The social life of teachers: Exploring interactions and networks in congregational spaces (Publication No:304828198) [Doctoral Dissertation, Temple University]. ProQuest Dissertations and Theses Global.
Mawhinney, L. (2008a.) Laugh so you don't cry: teachers combating isolation in schools through humour and social support, Ethnography and Education, 3(2), 195-209, https://doi.org/10.1080/17457820802062466
Mawhinney, L. (2008b). Coping with stress through validation: a tool of the teaching trade. Journal of Ethnographic & Qualitative Research, 2(4),246-254
Mawhinney L. (2010). Let's lunch and learn: Professional knowledge sharing in teachers’ lounges and other congregational spaces, Teaching and Teacher Education, 26(4), 972-978. https://doi.org/10.1016/j.tate.2009.10.039.
Nayır, K. F., Taneri, P. O., & Akgündüz, M. (2016). Kapalı kapılar ardında öğretmen adaylarına göre öğretmenler odası. In D. Özcan, & S. Dincer (Eds.), Egitim bilimlerinde yenilik ve nitelik arayışı (pp.791-808). Pegem Akademi. https://hdl.handle.net/11511/80463.
Ministry of National Education (2022). National Education Statistics Formal Education 2021/2022. https://sgb.meb.gov.tr/www/icerik_goruntule.php?KNO=460
Öntaş, T., Atmaca, T., & Kaya, B. (2017). Study of the experimentation of the primary school teacher candidate as professional socialization process. Trakya University Journal of Education, 7(2), 550-577. https://doi.org/10.24315/trkefd.308322
Pallant, J. (2016). SPSS survival manual: A step by step guide to data analysis using IBM SPSS (6th ed.). Allen & Unwin.
Paine, L. W., Fang, Y., & Wilson, S. (2003). Entering a culture of teaching. In T. Britton, L. W. Paine, D. Pimm ve R. Senta (Eds.), Comprehensive teacher induction: Systems for early career learning. (pp. 20–82). Kluwer Academic Publishers.
Peker Ünal D. (2017). Academician behaviours as an implicit element affecting the attitudes of
teacher nominees towards their professions. Journal of Higher Education and Science 7(3), 430-440. https://doi.org/10.5961/jhes.2017.220
Pitt, J. W. (2007). What teachers say in the staffroom. (Publication No: 304760788) [Doctoral Dissertation, Nipissing University]. ProQuest Dissertations and Theses Global.
Rosenholtz, S. J. (1989). Teachers’ workplace: The social organization of schools. Teachers College Press.
Smith, D. C. (2014). Secondary school staffrooms as perceived, conceived, and lived spaces: An investigation into their importance, decline, and sublatio. (Publication No: 1634881000) [Doctoral Dissertation, University of Toronto]. ProQuest Dissertations and Theses Global.
Tavşancıl, E. (2006). Tutumların ölçülmesi ve SPSS ile veri analizi. Nobel.
Timor, T. (2017). The journey of novice teachers: Perceptions of interns from a teacher training program for academics. Journal of Multidisciplinary Research, 9(2), 5-28. https://www.proquest.com/scholarly-journals/journey-novice-teachers-perceptions- interns/docview/2133362226/se-2
Turhan, B., Kaptan, A., & Kahveci, H. (2015). Views of primary and secondary school teachers about teachers’ room. Turkish Studies, 10(3), 993-1008. http://dx.doi.org/10.7827/TurkishStudies.7794
Ünal, A., Sürücü, A., & Yıldırım, A. (2018, 28 April-01 May). Teachers’ lounge by the preservice teachers’ point of view [Paper presentation]. In III. INES Education and Social Science Congress, Alanya, Antalya.
Published
2023-06-24
Section
Articles
How to Cite
Göloğlu Demir, C., & Çetin, F. (2023). Examination of Pre-Service Teachers’ Attitudes towards Teachers’ Lounge. International Journal of Curriculum and Instructional Studies (IJOCIS), 13(1), 30-46.
